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World History: Unit 6
What led to the downfall of communist power in Europe?
Content
Claims
Unit Connection
Supporting Questions
Tasks
Featured Sources
This instructional task engages students in content related to the following grade-level expectations:
 WH.1.11 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
o conducting historical research
o evaluating a broad variety of primary and secondary sources
o comparing and contrasting varied points of view
o determining the meaning of words and phrases from historical texts
o using technology to research, produce, or publish a written product
 WH.7.1 Summarize the origins of the Cold War, including the major differences in the political
ideologies and values of the Western democracies versus the Soviet Bloc
 WH.7.2 Describe the causes and effects of the Cold War crises and military conflicts on the world
 WH.7.4 Analyze the role of the United Nations, NATO, and other international organizations in the
contemporary world
In this instructional task, students develop and express claims through discussions and writing which
examine tensions during the Cold War and actions taken as a result.
This instructional task helps students explore and develop claims around the content from unit 6:
• What were the political, economic, religious, social, and intellectual causes of the Cold War?
(WH.7.1)
• How did Cold War crises and military tensions impact the world? (WH.7.2)
• What is the role of NATO, the United Nations, and other international organizations in the
contemporary world? (WH.7.4)
Formative
Performance Task 1
Formative
Performance Task 2
Formative
Performance Task 3
What are the major
divisions in ideologies?
What was the
significance of Cold
War alliances?
Students will explore
the impact of alliances
on the Cold War.
Source D: North
Atlantic Treaty (Article
5), NATO
What precautions did
countries take during
the Cold War?
Students will examine
military build up due to
Cold War tensions.
Source G: Excerpts
from Assessing the
NATO/Warsaw Pact
Military Balance,
Congressional Budget
Office, Congress of the
United States
Students will contrast
perspectives of
communist power.
Source A: Clips from
Winston Churchill's Iron
Curtain Speech, C-SPAN
Source B: Joseph
Stalin's Reply to
Churchill, 1946,
Modern History
Sourcebook
Source C: Excerpts
from History of the
Wall, BerlinWall.com
Summative
Performance Task
Source E: The Warsaw
Pact (Article 4), Modern
History Sourcebook
Formative
Performance Task 4
How did Communism
lose power in Europe?
Students will analyze
the impact of Eastern
Europe's revolutions.
Source H: Pushing Back
the Iron Curtain, BBC
Source F: NATO and
Warsaw Pact Countries,
Facts on File
Using the sources and your knowledge of world history, write an essay based on the following
question: What led to the downfall of communist power in Europe?
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This GLE contains multiple parts, which should be taught over the course of several units in World History. The GLE requires students to “produce clear and
coherent writing for a range of tasks, purposes, and audiences.” The parts of this GLE addressed in the task are the second, third, and fourth bullets.
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World History: Unit 6
Formative Performance Task 1
Supporting Question
What are the major divisions in ideologies?
Task
Students will contrast perspectives of communist power.
Featured Sources
Content and Claims
Source A: Clips from Winston Churchill's Iron Curtain Speech, C-SPAN
Source B: Joseph Stalin's Reply to Churchill, 1946, Modern History Sourcebook
Source C: Excerpts from History of the Wall, BerlinWall.com
This formative performance task requires students to interpret Churchill’s concerns about Soviet
Russia’s plans for the future and how the Berlin Wall came to symbolize those concerns. (WH.7.1)
Featured Sources
Source A: Clips from Winston Churchill's Iron Curtain Speech, C-SPAN
Source B: Joseph Stalin's Reply to Churchill, 1946, Modern History Sourcebook
Source C: Excerpts from History of the Wall, BerlinWall.com
Steps
1. Display the essential question: “What led to the downfall of Communist power in Europe?” on chart paper or
the board so that students can see the question they are working towards and continue to revisit it.
2. Play Source A: Iron Curtain Speech.
3. As students listen, direct them to take notes on the graphic organizer on page 4. Encourage students to analyze
both what is being said and how Churchill’s message is conveyed. Have students note language choices in how
the speakers make their points and include direct quotations that illustrate those language choices.
4. Have students work in small groups to read Source B: Reply to Churchill, 1946.
5. Instruct students to add to their organizer as they read Stalin’s response. Encourage students to look for the
speaker’s main message as well as his tactics for persuading his audience.
6. Have students work in groups to discuss the different opinions regarding the spread of communism. Possible
guiding questions:
a. What is the main argument of each leader?
b. What tactics are used by each man to persuade his audience?
c. What are some examples of their methods of persuasion?
d. What does Churchill mean when he says “iron curtain”?
1. Have students explore Source C: History of the Wall (“One August Morning…” and “Germany Becomes a
Divided Nation.”)
2. Conduct a whole-class discussion in which students explore the information about the Berlin Wall. Possible
guiding questions:
a. By whom and for what purpose was the Berlin Wall constructed?
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World History: Unit 6
b. Why was Germany being divided?
c. Why was the Berlin Wall symbolic of the Cold War?
d. What points in the two speeches are illustrated by the creation of the Berlin Wall?
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World History: Unit 6
Differing Perspectives: Communism
Churchill
Stalin
Main Idea
Language Choices
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World History: Unit 6
Student Look-Fors
1. In both their annotations and in discussion, students should address the key points of each source. A sample
completed graphic organizer is included below.
2. Students should recognize that the Berlin Wall was built by the Soviet Union in an effort to keep residents of
East Berlin from leaving the city.
3. Students should demonstrate an understanding that Germany was divided up as a result of WWII.
4. Students should recognize that since the Berlin Wall was a physical division of a once united country, it became
symbolic of the division between Eastern and Western ideologies.
Differing Perspectives: Communism
Churchill
Stalin
Main Idea
The Soviet Union is a threat because they
want to spread Communism.
The Western countries are a threat
because they want to control the world.
Language Choices
Dark language is used to show people a
threat posed by Communism:
 “A shadow has fallen upon the scenes
so lately lighted…”
 “…an iron curtain has descended
across the continent”
 “…but now war can find any nation,
wherever it may dwell…”
 Message of hope:
 “…establishment of conditions of
freedom and democracy as rapidly as
possible in all countries.”
Stalin uses a comparison to Hitler to show
that Western countries are actually the
threat:
 “In this respect, one is reminded
remarkably of Hitler and his friends.”
 Encouraging the common people:
 “But these people are not so
simpleminded as it might appear at
first sight. Common people, too, have
their opinions and their own politics.
And they know how to stand up for
themselves.”
 “It is they, millions of common
people, who isolated reactionaries in
Europe, collaborators with fascism,
and gave preference to Left
democratic parties.”
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World History: Unit 6
Formative Performance Task 2
Supporting Question
What was the significance of Cold War alliances?
Task
Students will explore the impact of alliances on the Cold War.
Featured Source
Content and Claims
Source D: North Atlantic Treaty (Article 5), NATO
Source E: The Warsaw Pact (Article 4), Modern History Sourcebook
Source F: NATO and Warsaw Pact Countries, Facts on File
This formative performance task requires students to examine the alliances that developed during the
Cold War. (WH.7.4)
Featured Source
Source D: North Atlantic Treaty (Article 5), NATO
Source E: The Warsaw Pact (Article 4), Modern History Sourcebook
Source F: NATO and Warsaw Pact Countries, Facts on File
Steps
1. Ask students to read Source D: North Atlantic Treaty (Article 5) and Source E: The Warsaw Pact (Article 4).
2. As students read, direct them to record information on the purpose of each treaty in the first row of the
graphic organizer provided on page 7.
3. Provide students with access to Source F: NATO and Warsaw Pact Countries. Remind students that this map is
only looking at Europe, but the United States and Canada are also a part of NATO.
4. Have students work with a partner to examine the map and determine which countries were associated with
each alliance.
5. Have students add this information to the second row of their graphic organizer. Explain to students that the
remainder of the graphic organizer will be completed in the next formative task.
6. Conduct a class discussion on the treaties and their necessity. Possible guiding questions:
a. Which countries were associated with each of the alliances?
b. What were the main goals established by each of these treaties?
c. Why did these countries feel these treaties were necessary?
d. Are any of the alliances surprising to you based on previous interactions between countries?
e. What is the significance of these alliances?
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World History: Unit 6
Comparing Alliances: NATO and Warsaw Pact
North Atlantic Treaty Organization
Warsaw Pact
Purpose of the Treaty
Countries in Alliance
Advantages
Disadvantages
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World History: Unit 6
Student Look-Fors
1. Students should recognize that the purpose of each alliance treaty was the same and identify which countries
were included in each alliance. A sample completed graphic organizer is included below.
Comparing Alliances: NATO and Warsaw Pact
North Atlantic Treaty Organization
Purpose of the Treaty 

Countries in Alliance








If someone were to attack any of the
countries included in the alliance, it
would be considered an attack against all
allies.
All allies would take any actions necessary
to keep the security of the North Atlantic
area intact.
United Kingdom
France
Denmark
Iceland
Italy
Norway
Portugal
Belgium







Netherlands
Luxembourg
Greece
Turkey
West Germany
United States
Canada
Warsaw Pact


If someone were to attack any of the
countries included in the alliance, it
would be considered an attack against
all allies.
All allies would take any actions
necessary, including the use of armed
force, for the purpose of restoring peace
and security.








East Germany
USSR
Albania
Romania
Poland
Czechoslovakia
Hungary
Bulgaria
Advantages
Disadvantages
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World History: Unit 6
Formative Performance Task 3
Supporting Question
What precautions did countries take as a result of Cold War tensions?
Task
Students will examine military build up due to Cold War tensions.
Featured Sources
Content and Claims
Source G: Excerpts from Assessing the NATO/Warsaw Pact Military Balance, Congressional Budget
Office, Congress of the United States
This formative performance task requires students to analyze how countries built up their military
stores as a result of escalating Cold War tensions. (WH.7.2.)
Featured Sources
Source G: Excerpts from Assessing the NATO/Warsaw Pact Military Balance, Congressional Budget Office,
Congress of the United States
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World History: Unit 6
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World History: Unit 6
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World History: Unit 6
Steps
1. Provide students with access to Source G: Assessing the NATO/Warsaw Pact Military Balance.
2. Have students examine the following sections of the document:
a. Chart on Page 10: Basic NATO/Warsaw Pact Resources, Calendar Year 1977
b. Figure 2 on Page 32: Numbers of Major Ships in 1976, by Type - NATO/Warsaw Pact Forces
c. Table 8 on Pages 54-55: Table 8. Illustrative NATO/Warsaw Pact Balance Comparisons: Central Front Air
Forces
3. As students examine the data, have them record information as to advantages and disadvantages for each
alliance in rows 3 and 4 of the graphic organizer.
4. Conduct a class discussion on the treaties and their necessity. Possible guiding questions:
a. Why would a country conduct extensive research such as that in this document?
b. What do the numbers in the data represent?
c. Why are some data shown as both optimistic and pessimistic views?
d. What are some of the advantages and disadvantages of each alliance?
Student Look-Fors
1. In this formative performance task, students should be able to recognize why nations felt it necessary to keep
track of the other nations’ resources during the Cold War. A sample completed graphic organizer is included
below.
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World History: Unit 6
Comparing Alliances: NATO and Warsaw Pact
North Atlantic Treaty Organization
Purpose of the Treaty 

If someone were to attack any of the
countries included in the alliance, it
would be considered an attack against all
allies.
All allies would take any actions necessary
to keep the security of the North Atlantic
area intact.


If someone were to attack any of the
countries included in the alliance, it
would be considered an attack against
all allies.
All allies would take any actions
necessary, including the use of armed
force, for the purpose of restoring peace
and security.
Countries in Alliance








United Kingdom
France
Denmark
Iceland
Italy
Norway
Portugal
Belgium
Netherlands
Luxembourg
Greece
Turkey
West Germany
United States
Canada








East Germany
USSR
Albania
Romania
Poland
Czechoslovakia
Hungary
Bulgaria
Advantages


Greater gross national product
Ground forces are spread throughout the
NATO countries – easier to mobilize in the
event of an attack
Greater number of surface combatants
and aircraft carriers
Similar numbers of aircraft; however,
they are spread out which may make it
easier to put them to use quickly
Smaller number of military troops and
ground forces
Significantly fewer submarines – could be
difficult in battle in the Atlantic

USSR has the largest number of military
manpower and ground forces than any
other single country
USSR (Warsaw) has many more
submarines than NATO countries
Warsaw has many more tanks than
NATO countries


Disadvantages









Warsaw Pact




Less gross national product (not as much
wealth)
Ground forces are concentrated –
mostly in USSR
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World History: Unit 6
Formative Performance Task 4
Supporting Question
How did Communism lose power in Europe?
Task
Students will analyze the impact of Eastern Europe's revolutions.
Featured Source
Source H: Pushing Back the Iron Curtain, BBC
Content and Claims
This formative performance task requires students to explore events in Eastern European countries to
see the progression of the revolutionary movement. (WH.7.2)
Featured Source
Source H: Pushing Back the Iron Curtain, BBC
Steps
1. Provide students with access to the Source E: Pushing Back the Iron Curtain.
2. Direct students to click on the map to explore each of the locations behind the “iron curtain.” Have students
click “More” for each event on the timelines to access additional information about the events. Encourage
students to toggle between the different countries to look for connections between the events occurring in
different countries.
3. Have students record their findings about each location on a graphic organizer as they explore the site. A
sample graphic organizer is included below.
4. Once students have completed their exploration of the site, have them write a summary that compares and
contrasts the revolutions that emerged in each country.
5. Conduct a class discussion about the series of revolutions. Possible guiding questions:
a. Which of the revolutions was most intense?
b. Which of the revolutions was least intense?
c. Why did some revolutions play out on a smaller scale than others?
d. Which of the revolutions had the largest impact?
e. What is ironic about the revolutions in regards to the military alliances and buildups that had been
going on?
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World History: Unit 6
Graphic Organizer: Revolutions in Eastern Europe
Location
East Germany
Key Events
Significance of the Events
Poland
Czechoslovakia
Hungary
Romania
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World History: Unit 6
Student Look-Fors
1. Student responses should demonstrate an understanding of the origins, growth, and spread of the revolutions
in each location. A sample of a completed graphic organizer is included below.
2. Students’ responses reflect accurate information and make a connection to the bigger movement towards
democracy in Eastern Europe.
3. Students’ responses should indicate an understanding of how events in some countries were connected to the
spread of revolutionary thinking in other countries.
Graphic Organizer: Revolutions in Eastern Europe
Location
East Germany
Poland
Czechoslovakia
Key Events
Significance of the Events
 Public demonstrations against the Communist regime.
 Honecker ordered secret police to open fire on the
protestors; local leaders refused and Honecker was
replaced with Krenz who promised “change and
renewal.”
 Protests grew demanding free elections, free travel, and
freedom.
 Krenz made small changes, but people weren’t satisfied.
Gorbachev advised him to open the borders.
 Although exit visas were to be allowed the next morning,
thousands of people made their way into West Germany
overnight.
 Polish workers, displeased with the Communist system
(prices were going up, but wages weren’t), began a
revolution by organizing strikes.
 Strikes drove the government to significantly reduce food
costs and made it clear that they would have to
negotiate with Solidarity.
 Elections for the first time in 75 years in USSR supported
Solidarity
 Despite having little money to campaign, Solidarity wins
the election; changed its name to the Citizens'
Parliamentary Club (OKP).
 Concerned that too much change too fast would be bad
for the country
 Mazowiecki is named the first non-Communist prime
minister in Eastern Europe in nearly 40 years
 4000 protestors were arrested and beaten; videos of this
“massacre” caused opposition to grow rapidly
 2-hour strike throughout nation (gained workers’
support) haulted the country
 They wanted mostly Communist party members on the
board, so the Civic Forum rejected it.
 They demand a new coalition and the resignation of
President Husak (and got it!).
Although there were small efforts to reform,
people held tightly to their desire for a
democracy and freedom. Because people
continued their protests, they weakened the
power of the Communist regime.
Having Solidarity to organize the efforts and
using strikes in factories rather than just
public protests seem to have made a
difference in actually being able to see
change happen.
The “Velvet Revolution” lasted only 24 days.
Since the organizers learned from other
countries, they were able to call for a
nation-wide 2-hour strike that basically
crippled the country and forced Communist
leaders to give in to their demands.
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World History: Unit 6
Hungary
Romania
 Held free elections as the start of a new Czech
government.
 Most reform-minded country, so their revolution isn’t as
dramatic.
 They began market reforms and held multiparty elections
– huge steps toward reform.
 Gorbachev’s speech to the UN promises “freedom of
choice” and removal of Soviet troops.
 Allowed for freedom of association and assembly which
encouraged new political parties.
 Hungarian soldiers started to pull down the barbed wire
along the Austrian border; thousands of E. Germans cut
through to W. Germany. (violated treaty but USSR didn’t
intervene)
 Communist Party drops Leninism and adopts the name
Hungarian Socialist Party; country is renamed Republic of
Hungary.
 Romania had the most notorious and violent dictatorship
in Eastern Europe (Ceausescu).
 Minister Tokes was told to leave his church for making
critical comments, he refused and his parishioners held
vigil to keep him from being evicted, forces were sent in
but didn’t attack, Ceausescu demanded that
demonstrators be removed, and troops opened fire.
 Inflated counts of those killed flamed support and led to
a general strike.
 Ceausescu went on national tv to threaten bloody
retribution; this only encouraged protestors; police
opened fire on the demonstrators.
 Ceausescu called for a televised assembly of his
supporters, but they did the opposite: raised their fists,
booed, and called him a dictator. TV went black for 2
minutes.
 Fighting broke out in the streets and word came that the
defense minister killed himself, but many suspected that
Ceausescu had him killed.
 Ceausescu and his wife fled in a helicopter, but the pilot
landed early so they could be captured. They were tried,
found guilty of genocide, and put to death. Romanians
danced in the streets and pictures of their dead bodies
were shown around the world.
Being focused on reform and attempting
small changes led to bigger shifts over time.
Moving towards a market economy, having
free elections, and removing Soviet troops
were all major victories in the move to
democracy and freedom for citizens.
A communist government tried to maintain
control by force in a time where the other
countries of Eastern Europe are turning
towards a more democratic approach.
Forcing the old ideas onto the population
using violence led to unnecessary innocent
deaths and, ultimately, their own demise.
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World History: Unit 6
Summative Performance Task
Compelling Question
What led to the downfall of communist power in Europe?
Task
Using the sources and your knowledge of world history, write an essay based on the following question:
What led to the downfall of communist power in Europe?
Teacher Overview
In this summative performance task, students are asked to write a response to the compelling question using evidence
from the sources they explored throughout the four formative performance tasks.
Students gained knowledge on differing perspectives of communism, the treaties that formed major alliances,
advantages and disadvantages of each alliance, and the revolutions that brought down communist power in Europe.
Students also practiced skills in examining different perspectives and evaluating data, such as determining which
alliance had the greater benefits based on their resources.
Student Prompt
Using the sources and your knowledge of world history, write an essay based on the following question: What led to the
downfall of Communist power in Europe?
Student Look-Fors
1. An exemplar response may include but is not limited to:
a. Students should be able to explain how the views of the Eastern and Western ideologies were expressed
by Churchill and Stalin and how their views represented a bigger tension felt across many nations. As a
result of escalating tensions, nations formed alliances which pledged support (including military support)
to allies in the event of an attack.
b. In an effort to keep the upper hand in case of an attack, nations built up their militaries based on
intelligence they discovered about other countries. Despite all of the military buildup, it was uprisings in
various Eastern European nations that ultimately brought about the downfall of Communism in Europe.
c. Common people, dissatisfied with the state of things in their countries, protested against the
Communist regime. In doing such things as strikes, the countries’ economies were crippled, making
negotiations and reform efforts unavoidable.
2. A strong response:
a. References documents appropriately.
i. Both the Eastern and Western ideologies considered the other to be a threat if they gained too
much power. (Source A and Source B)
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World History: Unit 6
ii. The Berlin Wall became a physical manifestation of the division between Eastern and Western
beliefs. (Source C)
iii. Cold War alliances (both NATO and Warsaw Pact) were established to provide support to allies
if they came under attack. (Source D and E)
iv. The Berlin Wall, built to separate East and West Germany, also made a clear East versus West
division for all of Europe. (Source F)
v. Nations felt it necessary to keep tabs on other countries in an effort to assess the threat against
both themselves and their allies. Most data reflected advantages and disadvantages for both
alliances. (Source G)
b. Applies the provided evidence and provides additional information outside of the provided sources.
i. Basic differences between Communist countries and the governments and economic systems of
the western countries.
ii. How tensions and military build-up increased over time as a result of Cold War events (i.e.
Cuban Missile Crisis, Vietnam War, Star Wars, etc.)
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